Má educação: ações deseducadas para a (sobre)vivência do corpo docente-dissidente na escola pública
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Data
2023-05-03
Autores
Canabarro, Bruno da Silva [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa foi realizada dentro da linha: processos de ensino, aprendizagem e criação em artes, refletindo sobre as formas de supravivência do corpo docente-dissidente na escola pública a partir de ações performativas e questionando como corpos dissidentes - entendido como corpos que escapam/divergem da normatividade e que são marcados identitariamente por gênero, sexo, classe social e etnia (minorias politicamente oprimidas) - que ocupam a educação pública e são constantemente pressionados a fim de serem expelidos dela, friccionando a pedagogia da sala de aula (de uma escola pública do município de São Paulo) e a atuação artística do autor em teatro e performance. Assim, este trabalho versa, especificamente, sobre o corpo docente-dissidente sexual e de gênero e propõe-se, então, em diálogo com obras de Jorge Larrosa, reflexões acerca da vivência do corpo artista-professor-viado do autor que habita a educação com ações artísticas/atos performativos realizados dentro da escola, flertando com os pensamentos político-poéticos de Eleonora Fabião. Contudo, registra-se neste trabalho: a trajetória do autor que fricciona a performatividade na educação; a investigação sobre estratégias de sobre/supra/vivência na escola pública; e as ações performativas realizadas. A partir da cartografia performativa enquanto proposta metodológica, foram elaboradas ações-movimentos-atos artísticos que propunham experiências e outras leituras do mundo a fim de pensar como este corpo docente-dissidente viado, inserido no sistema educacional brasileiro contemporâneo, apesar de tudo, (sobre)vive.
This research was carried out following the line of: teaching, learning and the creating processes in art, reflecting on the forms of survival of the dissident teaching party in public schools based on performative actions and questioning how dissident bodies - understood as bodies that escape/diverge of normativity and that are identified by gender, sexuality, social class and ethnicity (politically oppressed minorities) - that occupy public education and are constantly pressured in order to be expelled from it, rubbing classroom pedagogy (of a public school in São Paulo city) and the artistic performances of the author in theater and performance. Thus, this work deals specifically with the gender-dissident body and proposes, then, in dialogue with the works of Jorge Larrosa, reflections on the experiences the artist-teacher-fag body of the author whom inhabits education with artistic/performative acts carried out within the school flirting with Eleonora Fabião's political-poetic thoughts. However, this work registers: the author’s trajectory that rubs against performativity in education; researching survival strategies in public school; and the performative actions carried out. From performative cartography as a methodological proposal, actions-movement-artistic acts were elaborated in order to propose experiences and other understandings of the world in order to think how this dissident-fagot body, inserted in the contemporary Brazilian educational system, (sur)vives, despite everything.
This research was carried out following the line of: teaching, learning and the creating processes in art, reflecting on the forms of survival of the dissident teaching party in public schools based on performative actions and questioning how dissident bodies - understood as bodies that escape/diverge of normativity and that are identified by gender, sexuality, social class and ethnicity (politically oppressed minorities) - that occupy public education and are constantly pressured in order to be expelled from it, rubbing classroom pedagogy (of a public school in São Paulo city) and the artistic performances of the author in theater and performance. Thus, this work deals specifically with the gender-dissident body and proposes, then, in dialogue with the works of Jorge Larrosa, reflections on the experiences the artist-teacher-fag body of the author whom inhabits education with artistic/performative acts carried out within the school flirting with Eleonora Fabião's political-poetic thoughts. However, this work registers: the author’s trajectory that rubs against performativity in education; researching survival strategies in public school; and the performative actions carried out. From performative cartography as a methodological proposal, actions-movement-artistic acts were elaborated in order to propose experiences and other understandings of the world in order to think how this dissident-fagot body, inserted in the contemporary Brazilian educational system, (sur)vives, despite everything.
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Palavras-chave
Arte e educação, Performance (Arte), Representação teatral - Estudo e ensino, Escolas públicas